It is evident from the curriculum design, particularly the lesson plans, that the learning outcomes for this unit appear clear, demonstrable and measurable. However what is not clear is how accessible they are to the students. Learning outcomes should describe the student’s behaviour at the end of this unit. The unit does employ a variety of teaching and learning strategies to achieve the learning outcomes. The tutors endeavour to embed a combination of behaviourist, social and constructivist learning theories by using a combination of face to face contact, laboratory sessions, group work and problem solving sessions. Hence the group work and problem solving sessions support Selwyn’s premise that that human learning is highly explorative and the learner will construct new knowledge based upon their previous knowledge (Selwyn, 2011).
The tutor highlights the issue that the unit is assessment driven and the student feedback supports this, as students find the pace of learning intense and were often requesting further background knowledge. This might suggest that the students are forced to develop a more a strategic learning approach. However it is noted that this is a SQA level 5 unit that is preparing students for university. In preparation for lifelong learning, perhaps it could be suggested that by incorporating more technology into teaching in the form of authentic tasks and encouraging thoughtful reflection on experience that this could facilitate the learners exploration and construction of knowledge.
The development of learning contracts with the students could be employed to convey clearly the unit’s aims and learning outcomes but it would also give the students the opportunity to identify their own learning outcomes and give them ownership of their own learning.
Whilst a collaborative approach is evident for this course in classroom activities, there is room to create a more integrated collaborative approach in future iterations of the course by making better use of the VLE and Web 2.0 tools and by introducing an extended induction. The particular needs of part-time flexible study learners must be considered further. Whilst they stand to gain the most from such a change, they are more dependent upon the effectiveness of the online elements to support learning and development of community than the full-time students.
7. Conclusion
It is evident from the curriculum design, particularly the lesson plans, that the learning outcomes for this unit appear clear, demonstrable and measurable. However what is not clear is how accessible they are to the students. Learning outcomes should describe the student’s behaviour at the end of this unit. The unit does employ a variety of teaching and learning strategies to achieve the learning outcomes. The tutors endeavour to embed a combination of behaviourist, social and constructivist learning theories by using a combination of face to face contact, laboratory sessions, group work and problem solving sessions. Hence the group work and problem solving sessions support Selwyn’s premise that that human learning is highly explorative and the learner will construct new knowledge based upon their previous knowledge (Selwyn, 2011).
The tutor highlights the issue that the unit is assessment driven and the student feedback supports this, as students find the pace of learning intense and were often requesting further background knowledge. This might suggest that the students are forced to develop a more a strategic learning approach. However it is noted that this is a SQA level 5 unit that is preparing students for university. In preparation for lifelong learning, perhaps it could be suggested that by incorporating more technology into teaching in the form of authentic tasks and encouraging thoughtful reflection on experience that this could facilitate the learners exploration and construction of knowledge.
The development of learning contracts with the students could be employed to convey clearly the unit’s aims and learning outcomes but it would also give the students the opportunity to identify their own learning outcomes and give them ownership of their own learning.
Whilst a collaborative approach is evident for this course in classroom activities, there is room to create a more integrated collaborative approach in future iterations of the course by making better use of the VLE and Web 2.0 tools and by introducing an extended induction. The particular needs of part-time flexible study learners must be considered further. Whilst they stand to gain the most from such a change, they are more dependent upon the effectiveness of the online elements to support learning and development of community than the full-time students.